The present study was undertaken to find what guidance services are being offered in the secondary schools of Vancouver and generally to appraise the adequacy of those services. After an examination of research and other literature in the field it was decided to use the questionnaire-survey method of appraisal, and to restrict the investigation to the administrative services provided for the following seven major aspects of guidance; orientation of the student, gathering and using information on pupils, educational guidance, vocational guidance, placement of drop-outs and graduates, individual counselling, and growth and improvement of the guidance program. The report does not claim to evaluate the operation or results of the program. Prior to gathering any data, criteria were set up to afford a basis for appraising the adequacy of the services provided. A list was made of specific practices considered by the experts to be desirable in a guidance program and, on the basis of the criteria, a questionnaire was prepared which contained 116 items, covering as fully as possible the administration of the seven aspects of guidance being surveyed and evaluated. Interviews were held with the counsellors of each of the secondary schools in Vancouver. Using the questionnaire as a basis for questioning, the different aspects of each program were reviewed and comments made on the form where necessary or applicable. The report is so organized that each major aspect of the program is evaluated in a separate chapter. The applicable data are analyzed first by questionnaire item, then by school. Comparative evaluations of the individual programs are based on the number of specific practices reported by each school for that particular aspect. Only three evaluation categories are used, "Inadequate," "Minimum," and "Extended." In the last chapter of the study the comparative evaluations made in the preceding chapters are recapitulated. From this summary conclusions are drawn regarding the services provided by each individual school for all the seven major aspects under consideration. The strengths and weaknesses are indicated and recommendations are made for each school. Another recapitulation shows the incidence of the three evaluation types of services in the thirteen schools for each of the seven major aspects under consideration. From this summary general conclusions are drawn regarding the strong and weak elements in the guidance programs of the Vancouver secondary schools as a whole. Throughout the investigation the data reported by the counsellors repeatedly discloses the same specific weaknesses in many of the schools. These weaknesses are summarized in the final chapter in the form of recommendations. The study indicates the need for trained counsellors in every school no matter how small. It is also apparent that much more uniformity is needed in the guidance services. It is therefore recommended that a central guidance division be set up to coordinate all individual school services and carry out a systematic program of evaluation Suggestions are made for further studies to investigate the effectiveness of the practices, to determine the outcomes of the guidance in terms of the individual, to determine the effect on teachers and counsellors of the guidance program, to determine the areas of growth in the guidance program, and to determine the permanence of the effects of the guidance program. / Education, Faculty of / Graduate

This study of counselling problems is concerned with the nature and frequency of problems as they affect girls at the junior high school level. An intensive study has been made of the problems with which the writer dealt during a period of four months at Point Grey Junior High School. A problem is not an isolated incident but is part of a sequence of events growing out of environmental conditions, and can only he understood in the light of an appreciation of the total environment of home, school, and community. It has, therefore, been considered advisable to give an explanation of the guidance services of the school and to include information about the girls to be studied, the facilities available for counselling, and the procedures commonly used. The study has grown out of the experiences of the writer as grade adviser and counsellor at Point Grey Junior High School. These began with the opening of the school in 1929, when counselling services for the students were instituted, and have continued to the present time. Thus, the writer has been privileged to share in the development of the counselling program and to observe the behaviour of several generations of girls. The information is based largely on records compiled by the principal and teachers at Point Grey junior High School. The particular information regarding specific pupils is obtained from school reports and records, from individual cumulative files, and from personal observation and investigation. The problems discussed and the data on which the tables are bases were assembled during the period from January 7 to April 30, 1949. In Chapter I counselling is shown to be an integral part of the program of secondary schools in British Columbia. The definition and limitations of the investigation are then given. A description of the girls studied, of the counselling program, and of the methods used in dealing with problems is included in this chapter. In Chapter II are presented facts on environment, test results, and personal data which are essential to the counsellor for analysing problems and diagnosing cases. While Chapters I and II give general information which is helpful in understanding the study, Chapter III introduces the actual problems which the counsellor meets. In.it are discussed very briefly some of the studies which have already been made in the field of student problems. Finally, a preliminary classification of counselling problems is presented in order to facilitate the investigation. In Chapter IV is given a detailed presentation of the facts found in each of the nine problem areas indicated in Chapter III. An analysis is made of each type of problem, the conditions are tabulated, and wherever possible the frequency of each type and sub-type is recorded. This is followed by a statement of the main findings and a discussion of their possible implications. In Chapter V, the writer comments on the possible usefulness of the study. She first states what she considers to be significant general findings. Lastly, she classifies and lists particular findings insofar as they may be of use to the various persons concerned in counselling girls. / Arts, Faculty of / Philosophy, Department of / Graduate

The purpose of this study is to explore the use of metaphor in effective counselling. A single case study approach was adopted for the research. The material of a family in therapy by Virginia Satir as therapist was transcribed verbatim from the audio tapes. The metaphors of both the therapist and the client were identified from the transcript. They were then classified according to their types and the processes involved. Next the patterns of metaphoric usage were examined. The movement in counselling was measured using a special scale. Points of significant movement in the client were identified. The correspondence of the uses of the metaphors and the client's progress was studied. Forty-five instances of the use of metaphors by the therapist were reported. But metaphors were used by the client only five times. The most significant metaphors used by the therapist all occurred at points where there were a lot of progress in the counselling. The overall analysis demonstrated the usefulness of the concepts of metaphors used for this research. It also illustrated the fact that metaphors can be the direct vehicle of insights that contribute towards effective counselling. Insights from the metaphors were not dependent on the ability of the client to reciprocate in metaphoric expression. Some implications for the practice of counselling using metaphors were suggested and some recommendations for future research were offered. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This study was designed to evaluate the effectiveness of a course in counsel 1ing-women. The evaluation considered increased awareness, attitudinal and behaviour changes in female counsellors-in-training. Sex bias and sex role stereotyping have been reported in studies of psychotherapeutic practice but the extent and effects of sex role stereotyping by counsellors is an unresolved issue. The need for more awareness and knowledge of women's special issues has been widely stated. A quasi-experimental design was used with female counsellors-in-training as the experimental group and female counsellors-in-training who have not yet taken the course as the control subjects. Both groups were tested at the beginning, in the middle, and at the end of the thirteen week course. Two objective written measures (Salient Issues Measure by Jean, Lafromboise & Plake, 1981; Therapists' Attitude toward Women Scale by Sherman, Koufacos & Kenworthy, 1978) and questions about videotaped vignettes depicting female clients (Videotape Questionnaire by Kahn & Theurer, 1981) were used as instruments to detect changes in the subjects' awareness of, and attitudes toward, women's issues. Statistically significant differences were found on some of the measures indicating that the course was effective in changing the subjects' attitude toward women, their understanding of socio-cultural issues, and strategy and goal planning. Other measures revealed no statistically significant differences; indicating either measurement problems or lack of course related effects. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This dissertation critiques both the existing theoretical conceptions of philosophical counselling and accounts of its practice. It also compares philosophical counselling with psychotherapy in order to point out the fallacy of the argument that philosophical counselling is radically removed from all forms of psychotherapy. It then presents and defends a four-stage model of philosophical counselling that captures the best conceptions and reports of practice, one that is more comprehensive, more positive (as opposed to the more common characterization of what it is not) more explicit, and more definitive in its conceptualization than any that have been offered in the philosophical counselling literature thus far. Furthermore, this model addresses more of the actual needs of potential clients as they are highlighted in descriptive accounts and case studies, and conforms more closely to justifiable normative criteria of what ought to constitute practice in philosophical counselling than any of the currently existing models. The final chapter highlights those areas in which philosophical counselling is superior to the approaches found in psychotherapy, and explores the benefits of philosophical counselling over other forms of counselling. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

To accommodate aids orphans and children living with abuse, a 'House of Refuge,' which I call Uthando, was established adjacent to an informal settlement from funds raised by pupils from another private school in the area. A number of pupils from the private (donor) school were trained as peer counsellors and interacted with the pupils at Uthando for at least 18 months providing basic counselling and learning support. Although peer group influence starts later in a child’s life - generally by pre-adolescence - it can be enormously powerful in transmitting culture, values, and norms that influence behaviour. By failing to consider peers in understanding interventions with young people and within communities there is a high probability of implementing interventions that are ineffective. The concept of school support teams is not new but the use of peer support within community projects needed further exploration. The question arose: What are the experiences of peer counsellors within an ongoing community project? In this case study reflective journals and participant observation were used to identify the experiences of the peer counsellors at Uthando. Ten themes emerged from the data obtained in the empirical component of this inquiry. In each case, a definition of each experience was formulated based on the journal entries themselves and on personal observation data. These definitions may not exactly reflect the formal definitions found in other sources but have been carefully formulated to reflect the unique nature of the adolescent peer counsellor’s experiences at Uthando. / Prof. J. Pillay

The purpose of this study was to investigate the attitudes of household adults toward the homeless in a survey of residential subscribers to a major random digit telephone utility in the City of Atlanta, Georgia. The survey form for data collection used a Likert-type and thermometer-type instrument which was developed by the principal investigator and a panel of social scientists. Four dimensions were measured for the study: Attitudes, Cognitive, Sympathy, and Anomie. The findings have revealed that, although most of the respondents in the study's sample (N=504) perceive homelessness to be a serious problem, the poor state of their knowledge of the problem led to some attitudes that work against a municipal, state, and federal solution. Further research is needed on public attitudes toward the homeless, the homeless themselves, and the relationship between the two.

Recent work has shown that many state supported school counseling programs have not developed working statewide program evaluation schemas. This study examined two exemplary examples of state level program evaluation. Mixed-method case studies were created and then analyzed across cases to reveal common themes and best practices. The findings indicated that these cases were able to build statewide evaluation capacity within very different contexts.

U.S. ex patriates are vulnerable to psychological distress due to challenges of living outside the U.S. that may contribute to decreased overall psychological and functional well-being with potentially long-term harmful consequences (Truman, Sharar & Pompe, 2011). However, there is scant evidence in the literature describing the acculturation process of this important population. Informed by Berry’s (1997) acculturation model, evidence in the literature then suggests a potential path model in which acculturation strategy (assimilation, separation, integration, and marginalization) mediates the relationship between the acculturative stress factors of perceived discrimination, linguistic challenges, and perceived social support and global psychological distress (Aichberger et al., 2015; Cokley et al., 2017; El Khoury, 2019; Luciano, Straussner, Jones, & Tosone, 2012). The researcher used a concurrent nested mixed-methods design to address the several gaps identified in the relevant literature related to the difficulties experienced by U.S. ex patriates. Measures were Everyday Discrimination Scale (EDS; William, Yu, Jackson & Anderson, 1997), host-country language ability items from Selmer (2006); The Index of Sojourner Social Su p port (ISSS; Ong & Ward, 2005), the Acculturation Index (AI; Ward & Rana-Deuba, 1999) and the De pression, Anxiety, and Stress Scale Version 21 (DASS-21; Lovibond & Lovibond, 1995). Measures were completed by 169 participants. Quantitative analysis was done through SPSS and MPlus to address the research question: What is the indirect effect of acculturation strategy on the direct effect of perceived discrimination, linguistic challenge, and perceived social support on global psychological distress? Results for each of the hypotheses were: (1) (assimilation) the direct effects of LC (std. est = .45, p = .00) on PD was statistically significant; (2) (separation), the direct effects of D (std. est = .43, p = .00) and SS (std. est = −.35, p = .02) on PD were statistically significant; (3) (integration), the direct effects of D (std. est =.09, p = .00) and LC (std. est = .08, p = .00) on PD were statistically significant; and (marginalization), the direct effects of D (std. est =.26, p = .01) and LC (std. est = .2, p = .00) on PD were statistically significant. No significant results were found for indirect effects demonstrating only partial support for each hypothesis. This was followed by open-ended qualitative questions related to experiences of discrimination based on race, discrimination based on gender, privilege, linguistic challenges, and social support to support and add detail to the quantitative results. Findings indicated the following themes: discrimination based on race: verbal abuse, stereotypes, unfair treatment due to skin color, suspicion/fear, and racism against Black individuals; discrimination based on gender: workplace discrimination, pay disparity, harassment, and assumption of a lack of competency; privilege: were preferential social treatment and increased economic status; linguistic challenge: understanding slang and understanding different dialects/accents; and social support: loneliness from lack of friends and family and lack of social life. Results demonstrated a lack of conclusive evidence of the universality of Berry’s model. Implications for the counseling profession and health care policy are explored. Limitations and future direction of research are also explored.

abstract: Applying interdependence and critical consciousness theories, this study adopted a two-phase sequential explanatory mixed-methods design with dyadic data to examine three overarching research questions on Asian-White interracial heterosexual couples’ well-being, in particular, psychological distress and relationship satisfaction. First, as part of Phase 1, this study examined actor and partner associations between perceived blatant or subtle racism against the Asian partner and well-being. Second, whether critical consciousness moderated the associations between perceived racism and well-being was examined. Third, as part of Phase 2, this study engaged participants to interpret how critical consciousness may have shaped their own and their partner’s well-being in the face of racism. In Phase 1, 191 self-identified Asian-White interracial heterosexual couples (N = 382 individuals) completed an online survey. In Phase 2, a subsample of eight couples (n = 16 individuals) purposefully selected from Phase 1 completed semi-structured individual interviews (Mlength = 79 minutes). Results from Actor-Partner Interdependence Models revealed positive actor associations between perceived blatant and subtle racism with psychological distress for both Asian and White partners, and a negative actor association between perceived subtle racism and relationship satisfaction for White partners. Asian partners’ higher critical consciousness placed them at risk for greater psychological distress and lower relationship satisfaction if they perceived more frequent blatant racism; however, White partner’s critical consciousness mitigated the positive associations between Asian partners’ perceived blatant or subtle racism and psychological distress. Thematic analysis for multiple perspective interviews from Phase 2 highlighted that both Asian and White partners perceived racism as intersectional and manifesting at interpersonal, relational, and systemic levels. Participants highlighted the eroding effects of subtle racism in comparison to blatant racism and how higher critical consciousness facilitated White partners to empathize with and support Asian partners to cope with the negative impact of racism. This study offers an empirical understanding of Asian-White interracial heterosexual couples’ well-being in a relationship context. Counseling psychologists and other mental health professionals working with couples can draw from this study’s implications to promote critical consciousness in White partners and enhance communication on racism-related topics to promote both Asian and White partners’ well-being. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2020